Objectives

(SWBAT=Students will be able to)

Exploratory
Chime Unit, Lesson 2
Power Standards In Lessons

SWBAT

Play Inst alone & w/ others

Define melody
Perform a melody following a
letter chart
Follow a conductor

- Perform while following conductor

1.5.2

Read & Notate Music

- Rhythms 5.5.1, 5.5.4
- Complex music symbols 5.5.3

Listen to & Analyze Music

Explain personal preferences 7.5.2

Opener
(Set)

High
Concentration
(Core)

Closing
(Wrap-up)

Materials Needed
Chime Video on
Website
Instruments:
Hand Chimes
Other: Powerpoint
charts

Warm up:
Rhythms: Clap & Count simple rhythms created by teacher using quarter notes and
quarter rests.
Review: Parts of the chime

Remove chimes from cases and review ways to handle the chimes with care.
1. Remove the chime from the case by the tube. (No black chimes, yet.)
Suggestion: Arrange students from tallest to shortest and assign larger
chimes to taller students. If there are more students than chimes assign one
chime to 2 students one student is a ringer; the other is a waiter. They
will take turns ringing.
2. Do not touch the clapper.
3. Take care to keep the chimes from clanging together.
4. Your thumb should not rest on the nameplate.
Review the following:
Grip Hold the chime under the nameplate with thumb and fingers wrapping
around the tube
Strike Tilt the chime back; flick your wrist forward to ring (smash the bug). Move
the chime (smear the bug up the wall) using an elliptical shape.
Damp To stop the chime from ringing urn your wrist inward and touch the
tines on the front of the shoulder just below the collar bone.
Practice previously clapped rhythms using chimes
Continue to check students form.
Encourage students to count out loud when reading rhythms
Make sure each note gets its full value i.e., Whole note begins on count one
and ends after beat 4 (damp on beat one of next measure)
Play ascending and descending C scale using whole notes
Students stand in order beginning with largest chime (C4) on their left and gradually
getting smaller (C7)
Be careful to damp chime exactly when the next chime rings keeping a steady beat
and counting beats out loud (1, 2, 3, 4).
Define melody - a series of pitches that move up, down or stay the same to create a tune
and play Twinkle, Twinkle melody
Use letter chart on Powerpoint as teacher points to play melody with no
differentiation made for octaves (There is no B in the melody, so these students
need to partner with neighboring pitch.)
If a pitch is repeated the chime should not be damped after each note, just strike the
chime again on the appropriate count.
Students tell their neighbor the definition of melody and then return chimes respectfully to
cases.

Mrs. Diane Bell, Ms. Melanie Graber, and Mrs. Debbie Vaughan, Music Teachers